To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

TEACHER BELIEFS ON BILINGUAL EDUCATION FOR ENGLISH LEARNERS
POST PROPOSITION 227
by
Karen Jeannette Orellana
_________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Karen Jeannette Orellana

This study explored the attitudes and beliefs towards bilingual education and English learners of teachers in bilingual education programs and non-bilingual education programs. This quantitative study surveyed teachers 11 years after the passing of Proposition 227, a law aimed to reform bilingual education in California. The participating teachers taught in two southern California school districts. The findings were that there was a difference between teacher beliefs of teachers in bilingual education programs and teachers teaching in non-bilingual education programs. T-tests were conducted and the results indicated that teachers in bilingual education programs in general had more positive beliefs towards bilingual education than did teachers in nonbilingual programs. Other findings were that while there was no significant difference in attitudes between teachers in bilingual education programs and non-bilingual education programs there was a difference in teaching practices that take into consideration students’ language needs. Teachers in bilingual education programs were found to be more likely to consider their English language learning students’ needs in their teaching practices.

TEACHER BELIEFS ON BILINGUAL EDUCATION FOR ENGLISH LEARNERS
POST PROPOSITION 227
by
Karen Jeannette Orellana
_________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Karen Jeannette Orellana